1. ABCs & Function of Behavior 4. Proactive v. Reactive Interventions Staff Training

2. Functions

3. Learning & A  B  C ABC Student is asked to do a math problem in front of the class Student tries to do the problem at the board, but struggles Peers laugh at student and one says aloud, “that one is so easy” Punishing Consequence NEXT DAY Student is asked to do a math problem in front of the class What happens today??? Student: -Hits peer -Calls teacher name or -Disrupts Teacher calls on someone else & sends student to office TASK & Failure AVOIDED!!!

4. Student w/ Problem Behavior A  B  C Jimi has Learned through repeated experiences, that when (A) asked to do math problems (dbl digit multiplication or division) at his desk or on the board in front of his class, if he (B), calls the teacher names, refuses work or throws his paper on the ground, the out (C) ome is he gets sent to the back of the room and avoids the difficult math problem & embarrassment of failing in front of his peers. *Function = Problem Behavior helps Student AVOID task.

5. We need to understand the Function of Behavior from the student’s perspective…. Through the EYES of the student Now… we’re going to take the information on the function of behavior & think about how WE can use that information for intervention purposes  Shifting our focus to how we react and what we do  Through the Teacher’s EYES

6. So the Question is… What is the effect of our response to student problem behavior? Is our response increasing the chances of the problem behavior occurring again in the future? OR Will our response decrease the likelihood of the problematic behavior occurring in the future?

7. Will this response Increase or Decrease the Problematic Behavior? Suspension Verbal Reprimand Spanking Time Out IT DEPENDS ON THE STUDENT RESPONSE!! We often assign value to consequences, based on what we think…. BUT…  What we need to do is look thru the student’s eyes (Function of Behavior)  What is the impact of our response on the student’s behavior?

8. Proactive v. Reactive PBS v. Aversive approach

9. PBS v. Aversive Model (ABC) ABC PBS (Positive Behavior Support) – Proactive Emphasis on Interventions to prevent problem behavior Emphasis on explicitly Teaching Alternate, Desired Behavior Emphasis on Positive Reinforcement of desired behavior Traditional Aversive/Punitive Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to negative behavior

10. Traditional / Punitive Approach (ABC) ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh Traditional Aversive Model - Reactive approach No intervention – ask students to do problem on board as usual “should be able to do it just like everyone else” No focus on teaching – student “would have learned it if he was paying attention in class” Emphasis on punishing response – send student to Behavior Intervention Center or office

11. PBS Approach (ABC) ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh PBS (Positive Behavior Support) – Proactive approach Give student a problem they can be more successful by practicing problem ahead of time w/ student Teach & Practice: a. to more politely refuse problem b. Math skills needed to problem Reward student for a. Refusing politely, instead of w/ negative behavior b. Trying & success w/ math problem

12. Small Group Activity Explore Proactive v. Reactive staff responses to the example below on the Practice worksheet provided ABC Student Situation & what the student has learned When Alexis goes spans of time (10 min. or more) w/o individual attention from teacher When student raises hand & waits for teacher Waits for long time before being called on, or not called on at all When student blurts out answer, calls teachers name, begins throwing a tantrum Teacher sometimes gives verbal praise for correct blurted answers, sometimes ignores -- responds quickly to student when tantrumming & often talks w/ her 1:1 about concern or sends to counselor or principal

13. Task Over the next 2 weeks…  Use the student ABC data you have collected: the Brief Behavioral Assessment-ABC for your student and Possible Motivation box  to complete the provided Proactive/Reactive worksheet on your student Turn worksheet in to your PBS Team Leader  If you turn in your worksheet, you will be eligible for … At our next ABC training we will…  Look at interventions for students based on the Function of their Problematic Behavior